摘要
以社会认知复杂性理论为指导,以427名幼儿园教师为研究对象,本研究考察了幼儿园教师对幼儿认知复杂性的现状及其与师幼关系的关系,结果发现幼儿园教师对幼儿认知复杂性处于中上水平,其中整合性维度得分最低;无编制、专科及专科以下学历的幼儿园教师在整合性维度上的得分高于有编制、本科及本科以上学历的幼儿园教师;幼儿园教师对幼儿认知复杂性既直接作用于师幼关系,也以共情为中介间接影响师幼关系,即共情在教师对幼儿认知复杂性和师幼关系之间起部分中介作用。今后需注意提升教师对幼儿认知的整合性水平;注重提升转岗教师和学徒期教师对幼儿认知复杂性水平;提升教师对幼儿认知复杂性水平及其共情能力有助于促进良好师幼关系的发展。
With the deepening in the understanding of kindergarten teachers＇ child cognition and teacher-child relationship, the specific roles of preschool teachers in discerning the cognition complexity and teachers＇ relationships with children is worth exploring. This study involved 427 kindergarten teachers as key informants. Applying the Theory of Social Cognitive Complexity as a framework, the perception of kindergarten teachers＇ cognitive complexity and the teacher-child relationship were thoroughly investigated. In an attempt to explore and examine the status quo of kindergarten teachers＇ perspectives on the cognitive ability of children, comprehend the complex relationship between teachers and children and the mediating role of empathy, the researcher employed questionnaire as a data collection instrument. The result of this research revealed that the kindergarten teachers＇ cognitive complexity was relatively higher, while the integration score was lower. Besides, the integration dimension of the cognitive complexity of novice preschool teachers with no preparation, specialties, and qualifications was higher than that of the under- graduate preschool teachers. The cognitive complexity＇of kindergarten teachers has a direct influence on the relationship between teachers and children. They also indirectly influence the teacher-child relationship through empathy. Crucially, empathy plays a pivotal intermediary role in the kindergarten teachers＇ cognitive complexity and teacher-child relationship. To conclude, it is necessary to improve the degree of integration of teachers in order to improve the level of cognitive complexity of teachers. Furthermore, a particular attention needs to be paid towards a better understanding of cognitive complexity of transitional and novice teachers. Improving the awareness of kindergarten teachers＇ cognitive complexity and empathy geared towards promoting the development of harmonious teacher-child relationship is of paramount importance.
作者
阳泽
胡洁
Ze Yang;Jie Hu(Faculty of Education,Southwest University,Chongqing 400715 China)
出处
《学前教育研究》
CSSCI
北大核心
2018年第8期41-49,共9页
Studies in Early Childhood Education
基金
重庆市教育科学"十三五"规划课题"重庆市中小学校园欺凌的成因与治理--基于校园公正知觉和公正世界信念的视角"(编号:2017GX252)
关键词
幼儿园教师
社会认知复杂性
师幼关系
共情
kindergarten teacher
social cognitive complexity
teacher-child relationship
empathy
